Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin

Autor/inn/en	Mamolo, Ami; Tepylo, Diane; Ruttenberg-Rozen, Robyn; Rodney, Sheree
Titel	Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 4, S.974-985 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00254-x
Schlagwörter	Mathematics Instruction; Coding; Interdisciplinary Approach; Mathematics Education; Elementary Secondary Education; Educational Strategies; Teacher Education; Teaching Methods; Mathematics Teachers; Anxiety; Adoption (Ideas) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Codierung; Programmierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematische Bildung; Lehrstrategie; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Angst; Ideas; Ideenfindung
Abstract	The integration of coding in K-12 mathematics education is occurring throughout jurisdictions around the world. Best practices for applying coding practices in teaching mathematics are gaining research attention, and teacher education programmes are increasingly offering professional development to support this initiative. This paper discusses strategies and lessons learned over a 5-year period of developing and offering mandatory coding education as part of mathematics teacher preparation. We identify some of the requisite knowledge and experiences needed in order to overcome coding anxiety and begin to adopt coding as part of mathematics teaching practice. In particular, we discuss a distinction between learning coding through mathematics and learning mathematics through coding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01